000			01888nam a22001937a 4500
005			20241009161213.0
008			241009b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aWeiss, Sabine
245			_aAdapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum
260			_aUnited Kingdom:Taylor & Francis,2024
300			_b285-304p.
490			_aEuropean journal of teacher education _v47v,2
500			_aDuring their practical training, feedback for preservice teachers should address the demands of diverse classrooms. Using the critical incident technique within a participatory research framework, this study investigated whether and how mentors adjust their feedback in this regard. Based on a sample of 33 preservice teachers and 46 mentor teachers in German primary and lower secondary education, the results indicate that although pupils’ differing prerequisites clearly presented challenges for preservice teachers, only part of the mentors referred in their feedback to these demands. Mentors who adapted their feedback referred to well-known methods for addressing differences in pupil performance and background and suggested specific novel strategies by specifying what is possible and expedient (or not) when pupils’ prerequisites and backgrounds differ. These methods were found to enhance preservice teachers’ self-efficacy and competencies in teaching diverse classes, and mutual diversity-oriented feedback also benefited mentors. In conclusion, the study identifies implications for feedback development.
650			_aCritical incident/technique/diversity
700			_aBraun, Annika/Pacher, Markus and Schlegel, Clemens M.
856			_yclick here to online access _uhttps://www.tandfonline.com/doi/full/10.1080/02619768.2024.2338846
942			_2ddc _cARTICLES _n0
999			_c174657 _d174657